| |
| |
| |
Discipline Foundations | |
| |
| |
| |
Thinking About Guidance and Discipline | |
| |
| |
Defining Discipline | |
| |
| |
The Goals of Discipline | |
| |
| |
Discipline Models Compared | |
| |
| |
Conclusion | |
| |
| |
For Further Thought | |
| |
| |
Recommended Readings | |
| |
| |
| |
Physical and Emotional Development Affect Child Behavior | |
| |
| |
Related Physical Development Issues | |
| |
| |
Emotional Development and Guidance | |
| |
| |
Conclusion | |
| |
| |
For Further Thought | |
| |
| |
Recommended Readings | |
| |
| |
| |
Intellectual and Social Development Affect Discipline | |
| |
| |
Intellectual Development and Behavior | |
| |
| |
Social Skills and Guidance | |
| |
| |
Accommodating Individual Differences | |
| |
| |
Conclusion | |
| |
| |
For Further Thought | |
| |
| |
Recommended Readings | |
| |
| |
| |
Discipline Approaches | |
| |
| |
| |
Creating Environments That Prevent Discipline Problems | |
| |
| |
The Emotional Environment | |
| |
| |
The Physical Environment | |
| |
| |
Conclusion | |
| |
| |
For Further Thought | |
| |
| |
Recommended Readings | |
| |
| |
| |
Planning Programs That Prevent Discipline Problems | |
| |
| |
Making Learning Meaningful | |
| |
| |
Organizational Strategies | |
| |
| |
Conclusion | |
| |
| |
For Further Thought | |
| |
| |
Recommended Readings | |
| |
| |
| |
Teaching Desirable Behavior Through Example | |
| |
| |
Interaction Style | |
| |
| |
Expressing Feelings | |
| |
| |
Accepting Feelings | |
| |
| |
Caring for Others | |
| |
| |
Taking Risks | |
| |
| |
Taking Responsibility | |
| |
| |
Keeping Safe | |
| |
| |
Effective Role Models | |
| |
| |
Models of Violence | |
| |
| |
Curriculum Programs That Provide Examples | |
| |
| |
Conclusion | |
| |
| |
For Further Thought | |
| |
| |
Recommended Readings | |
| |
| |
| |
Effective Discipline Through Effective Communication | |
| |
| |
Why Children Don't Listen | |
| |
| |
Talking to Children Respectfully | |
| |
| |
Being a Good Listener | |
| |
| |
Family and Community | |
| |
| |
Conclusion | |
| |
| |
For Further Thought | |
| |
| |
Recommended Readings | |
| |
| |
| |
Helping Children Understand and Accept Limits | |
| |
| |
Natural Consequences | |
| |
| |
Related Consequences | |
| |
| |
Consequences or Punishment? | |
| |
| |
Selecting Reasonable Consequences | |
| |
| |
Using Consequences | |
| |
| |
Conclusion | |
| |
| |
For Further Thought | |
| |
| |
Recommended Readings | |
| |
| |
| |
Controlling Behavior Externally | |
| |
| |
Behavior Modification | |
| |
| |
Is Behavior Modification the Approach for You? | |
| |
| |
Necessary Motivation | |
| |
| |
Common Forms of Behavior Modification | |
| |
| |
Conclusion | |
| |
| |
For Further Thought | |
| |
| |
Recommended Readings | |
| |
| |
| |
Punishment Versus Discipline | |
| |
| |
Results of Punishment | |
| |
| |
Why Punishment Is Used | |
| |
| |
Adult Stress | |
| |
| |
Conclusion | |
| |
| |
For Further Thought | |
| |
| |
Recommended Readings | |
| |
| |
| |
Matching Discipline Causes to Discipline Approaches | |
| |
| |
| |
Immaturity | |
| |
| |
Physical Immaturity | |
| |
| |
Undeveloped Communication Ability | |
| |
| |
Undeveloped Emotion Regulation | |
| |
| |
Undeveloped Social Skills | |
| |
| |
Egocentrism | |
| |
| |
Other Immature Perceptions | |
| |
| |
Family Involvement | |
| |
| |
Conclusion | |
| |
| |
For Further Thought | |
| |
| |
Recommended Readings | |
| |
| |
| |
Unmet Needs | |
| |
| |
Differing Needs | |
| |
| |
Privacy Needs | |
| |
| |
Power Needs | |
| |
| |
Ownership Needs | |
| |
| |
Attention Needs | |
| |
| |
Needs for Success and Challenge | |
| |
| |
Need for Security | |
| |
| |
Need for Love and Acceptance | |
| |
| |
Conclusion | |
| |
| |
For Further Thought | |
| |
| |
Recommended Readings | |
| |
| |
| |
Children Experiencing Disabilities | |
| |
| |
| |
Philosophy and Values | |
| |
| |
The Social Environment | |
| |
| |
Organizational Strategies | |
| |
| |
Rules and Limits | |
| |
| |
Teacher Collaboration | |
| |
| |
Relationships with Families | |
| |
| |
Conclusion | |
| |
| |
For Further Thought | |
| |
| |
Recommended Readings | |
| |
| |
| |
Special Emotional Needs | |
| |
| |
| |
Risk Factors | |
| |
| |
Behaviors | |
| |
| |
Observations | |
| |
| |
Therapeutic Approach: Strategies and Techniques | |
| |
| |
Classroom Culture | |
| |
| |
Expanding the Teacher Role | |
| |
| |
Conclusion | |
| |
| |
For Further Thought | |
| |
| |
Recommended Readings | |
| |
| |
| |
Analyzing Discipline Problems | |
| |
| |
Keeping Goals in Mind | |
| |
| |
Finding the Cause of the Problem | |
| |
| |
Matching Discipline Approaches to the Cause | |
| |
| |
Evaluating Guidance Programs | |
| |
| |
Whose Problem Is It? | |
| |
| |
Taking Time For Discipline | |
| |
| |
Families and Respect for Children | |
| |
| |
Conclusion | |
| |
| |
For Further Thought | |
| |
| |
Recommended Readings | |
| |
| |
| |
Action Guide for Media Violence and Children | |
| |
| |
| |
Curriculum Guidelines from the National Association for the Education of Young Children | |
| |
| |
| |
NAEYC Code of Ethical Conduct and Statement of Commitment | |
| |
| |
| |
Three Subtypes of ADHD | |
| |
| |
References | |
| |
| |
Author Index | |
| |
| |
Subject Index | |